scholarly journals Calibración del resultado de una prueba escrita en estudiantes de ciencias de secundaria: el efecto del sexo

2020 ◽  
Vol 38 (2) ◽  
pp. 329-344
Author(s):  
Diego Ardura ◽  
Arturo Galán
Keyword(s):  
Sex Differences ◽  
Low Achievers ◽  
General Tendency ◽  
Use Of Self ◽  
School Students ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
High Achieving Students ◽  
Low Achieving Students ◽  
High Achieving

Durante las últimas décadas se han encontrado importantes diferencias por sexo en la enseñanza y el aprendizaje de las disciplinas científicas. Por otro lado, la autoevaluación por parte de los estudiantes supone un aspecto fundamental en el ciclo de autorregulación del aprendizaje y, por tanto, en su rendimiento. El objetivo de este trabajo es analizar la metacognición de los estudiantes de secundaria y, en particular, el efecto del sexo en las mismas. Para ello se ha medido la calibración de 507 estudiantes. Nuestros análisis muestran que las chicas calibran mejor su nota que los chicos a pesar de que estos últimos muestran más seguridad en sus juicios. Se ha encontrado una tendencia de ambos sexos a la sobreestimación de sus calificaciones en una prueba escrita. Por otro lado, los estudiantes con alto rendimiento son más precisos y tienden a sobrevalorar sus actuaciones. En cambio, los de rendimiento bajo son más imprecisos y tienden a subestimar sus calificaciones en la prueba. Aunque este efecto se observa en ambos sexos, su tamaño es superior en el caso de las chicas. En vista de los resultados, los estudiantes de rendimiento alto utilizan con más eficacia la retroalimentación que generan durante la prueba que los de rendimiento bajo. Las diferencias por sexo podrían tener su origen en las diferentes actitudes y motivaciones de los chicos y las chicas hacia la ciencia. During the last decades, important sex differences have been found in the context of science education. Besides, self-assessment is crucial in the cycle of self-regulated learning and, consequently, in students’ performance. The main goal of the present investigation is to analyze secondary school students’ metacognition and, in particular, the effect of gender. To this aim, a sample of 507 students took part in our study. Our analyses show that girls are better calibrated than boys in spite of being the latter more confident in their predictions. A general tendency towards overestimations has been found for both sexes. Moreover, high-achieving students tend to be more precise and underestimate their performance and low-achieving students tend to be less precise and overestimate their grade in the test. Although this effect was found in both sexes, the size effect was large in the case of girls. In light of our results, high-achieving students make a better use of self-generated feedback than low-achievers. Sex differences in calibration could be explained by the different attitudes and motivations of boys and girls towards science.

Ratings by High- and Low-Achieving Students of Teaching Qualities of College Professors

1976 ◽  
Vol 38 (3) ◽  
pp. 939-942 ◽  
Author(s):  
Darshan Sachdeva
Keyword(s):  
Subject Matter ◽  
Low Achievers ◽  
College Professors ◽  
Teaching Role ◽  
High Achieving Students ◽  
Low Achieving Students ◽  
High Achieving ◽  
Independent Thinking

Qualities of college professors on 10 statements as viewed by 270 high-achieving and 210 low-achieving students were described. Most of the students attribute greatest importance to the teaching role of their professors. The high-achieving students would like their professors to guide them toward independent thinking whereas the low achievers seem to be more concerned with the course organization, presentation of subject matter, and the grading procedures of their professors.

Risk as Value: A Switch of Set Hypothesis

1976 ◽  
Vol 38 (2) ◽  
pp. 655-658 ◽  
Author(s):  
George W. Kelling ◽  
Rhea Zirkes ◽  
Deena Myerowitz
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
General Tendency ◽  
Age Group ◽  
School Students ◽  
Risky Shift

Advisers are expected to be cautious. Typical instructions in research on risky shift induce the adviser role. However, subjects may take the role of the story's hero when they can identify with the hero. It is acceptable for people to be daring when acting for themselves. This hypothesis of a switch of set predicts that subjects should consider themselves more risky than the majority of their peers, a way of expressing the value of risk, when they are similar to the story's hero. High school students rated themselves and the majority on stories dealing with situations common to their age group and on stories dealing with adult problems. Sex of hero was also manipulated. Results supported the hypothesis of a switch of set. Subjects displaced themselves more when the situation was similar to those they might face; in addition, subjects displaced themselves more when the story's hero was of their sex. No sex differences in general tendency to risky displacement were found.

scholarly journals Self-Assessment in Exploring EFL Students’ Speaking Skill

AL-TA LIM ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 208-214
Author(s):  
Alek Alek ◽  
Abdul Gafur Marzuki ◽  
Muhammad Farkhan ◽  
Rahma Deni
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Study ◽  
Use Of Self ◽  
Vocational High School ◽  
Oral Performance ◽  
School Students ◽  
Self Assessment ◽  
Efl Students ◽  
Speaking Skill

Self-assessment is one of alternative ways to evaluate students’ speaking talent in English. Through this evaluation, students are allowed to discover, know, and develop their speaking skill. Nonetheless, this sort of project was probably not common in Indonesia. Thus, this study was aimed to know students’ perception of using self-assessment for assessing their oral performance at Link and Match vocational high school. The information of this study was gathered by means of questionnaire which consists of 5 questions about the use of self-assessment. In this qualitative study, the data had been analyzed descriptively. There have been 30 vocational high school students who stand in Multimedia Major as the participant of this study. The results of this study indicated that most of the students thought that self-assessment very helpful for them because it allowed them to know their functionality and develop it to achieve the course goal specifically the speaking course objective. However, some students though that self-assessment was considerably useful since the teacher not often use this assignment and the students not take pleasure in whereas attempting to assess themselves. Self-assessment is very useful in exploring and assessing students speaking skill.

Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong

2019 ◽  
pp. 136216881985992 ◽  
Author(s):  
Barry Bai ◽  
Wenjuan Guo
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Growth Mindset ◽  
Strategy Use ◽  
Low Achievers ◽  
High Achievers ◽  
Primary School Students ◽  
School Students ◽  
English Writing ◽  
Self Regulated Learning

This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4thgrade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher levels of motivation (i.e. growth mindset, self-efficacy, and interest) and self-regulated learning (SRL) strategy use than the average achievers, who in turn outperformed the low achievers, all the students showed quite a low level of interest in English writing. Interestingly, motivation impacted SRL strategy use very differently for students of different writing competence groups on the whole. Three-group Structural Equation Modelling (SEM) suggested that growth mindset had the strongest and most significant correlations with all students’ use of SRL strategies. However, interest and self-efficacy had different relationship patterns with SRL strategy use among the high, average and low achievers. Interest had no significant relations with the high achievers’ SRL strategy use, while self-efficacy had no significant relations with the low achievers’ SRL strategy use. Implications for English teachers to improve differentiated instruction are discussed.

scholarly journals The Image Of IAIN Padangsidimpuan Among High Achievement Students (Educational Services Marketing Perspective)

2020 ◽  
Vol 5 (2) ◽  
pp. 323-334
Author(s):  
Muhammad Isa ◽  
Budi Gautama Siregar
Keyword(s):  
High School ◽  
Data Processing ◽  
The State ◽  
T Test ◽  
Test Results ◽  
Prospective Students ◽  
School Students ◽  
High Achieving Students ◽  
New Students ◽  
High Achieving

The presence of students in a tertiary institution is an absolute requirement that must be met. IAIN Padangsidimpuan applies three different types of selection of new student candidates. These include the National Academic Achievement Selection (Seleksi Prestasi Akademik Nasional/SPAN - PTKIN), the State Islamic College Entrance Examination (Ujian  Masuk  Perguruan  Tinggi  Agama Islam Negeri/UM - PTKIN), and Independent Exams. SPAN - PTKIN is intended to recruit prospective new students from high achieving students. However, many prospective students who passed the SPAN-PTKIN pathway did not re-register again. This condition occurs almost every year. SPAN - PTKIN is intended to recruit prospective new students from high achieving students. However, many prospective students who passed the SPAN-PTKIN pathway did not re-register. This condition occurs almost every year. This has led to the presumption that there is a tendency for prospective new students from high achieving students through the SPAN-PTKIN pathway to have low interest in continuing education at the Padangsidimpuan IAIN. So it needs to be investigated how the actual image of IAIN Padangsidimpuan among high achieving students and other related aspects. This is important as input for improving the selection system for prospective new students or making decisions in the planning of promotion strategies for Padangsidimpuan IAIN in the future. This research is a descriptive quantitative research. The population of this study was all high achieving students at the State High School / Islamic High School level in Padangsidimpuan City. The main instrument was a questionnaire distributed to 220 respondents, which were selected by purposive sampling technique. Data analysis was performed by t-test and ANOVA. Data processing is done by SPSS software. From the results of data processing, it is known that the overall Iangs Padangsidimpuan imagery among Padangsidimpuan City achievers is included in the "good" category, with a value of 3,2353 from the maximum scale of 5. The t test results are known that, the Islamic High School students' point of view regarding the image of IAIN Padangsidimpuan is better than state school students. Therefore, it is necessary to do more frequent promotion to the state schools. From the ANOVA test results it is known that there is actually no difference in the image of the IAIN Padangsidimpuan between groups of respondents from different family classes. This indicates that IAIN Padangsidimpuan does not need to differentiate promotion methods for students from economically well-off families, middle class, or poor families.

scholarly journals Excessive Boredom Among Adolescents: A Comparison Between Low and High Achievers

2020 ◽  
Author(s):  
Manuel M. Schwartze ◽  
Anne C. Frenzel ◽  
Thomas Goetz ◽  
Anton Karl Georg Marx ◽  
Corinna Reck ◽  
...  
Keyword(s):  
Personality Traits ◽  
Self Report ◽  
High Achievers ◽  
Personality Profiles ◽  
Achievement Level ◽  
School Students ◽  
Expressive Suppression ◽  
Social And Emotional ◽  
High Achieving Students ◽  
High Achieving

Existing research shows that high scholastic boredom is correlated with a range of undesirable behaviors and personality traits and that the main antecedents of boredom are being over- or under-challenged. No study to date, though, seems to have systematically compared students who are highly bored and low-achieving (thus, likely over-challenged) with students who are highly bored and high-achieving (thus, likely under-challenged). Hence, merely knowing that students are highly bored might be insufficient for drawing conclusions about students’ behavior and personality, without taking their achievement level into account. We, therefore, investigated if low- versus high-achieving students who experience strong mathematics boredom show different behaviors and personality traits. The sample consisted of 1,404 German secondary school students (fifth to 10th grade, mean age 12.83 years, 52% female). We used self-report instruments to assess boredom in mathematics, behavior (social and emotional problems, positive/negative affect, emotion regulation), and personality traits (neuroticism and conscientiousness). In comparing highly bored students (more than one SD above M, n = 258) who were low versus high achievers (as indicated by the math grade, n = 125 / n = 119), results showed that there were no mean level differences across those groups for the behavior and personality trait constructs, with only three exceptions: conduct problems and expressive suppression (higher for low achievers) and positive affect (higher for high achievers). In conclusion, our results suggest that high boredom can occur in both low and high achieving students and that bored low- and high-achievers show largely similar behaviors and personality profiles.

scholarly journals STUDENTS’ PERCEPTION IN ENGLISH SUBJECT USING COOPERATIVE LEARNING IN PRIMARY SCHOOL

2020 ◽  
Vol 2 (7) ◽  
pp. 128-140
Author(s):  
Ummi Salehah Hamzah ◽  
Nurfaradilla Mohamad Nasri
Keyword(s):  
Cooperative Learning ◽  
Primary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Survey Method ◽  
Learning Methods ◽  
High Achieving Students ◽  
Low Achieving Students ◽  
High Achieving

Cooperative learning is one of the PAK-21 learning methods that emphasize student-centered learning. This method makes students work together in seeking knowledge which in turn makes the learning process more interesting. Thus, the Ministry of Education Malaysia has strived to improve student development by encouraging the use of cooperative learning methods during the teaching and learning process. The objectives of the study are to identify the differences in high-achieving and low-achieving students’ perceptions of the effectiveness of cooperative learning, to identify high and low-achieving students' perceptions of the effectiveness of cooperative learning and to identify high-achieving and motivated learning motivations in cooperative learning in English primary school. A total of 227 Year 5 students from 3 schools were randomly selected using the survey method. The results show that there is no significant difference in the perception of high-achieving students and low-achieving students on the effectiveness of cooperative learning. Meanwhile, the average mean for the level of perception of high-achieving and low-achieving students on the effectiveness of primary school cooperative learning is high at 4,076 and the mean for the level of learning motivation of high-achieving and low-achieving students on the effectiveness of cooperative learning in primary school English is also high at 3.998. Cooperative learning has a positive impact on the learning motivation and perception of the next high-achieving students and low-achieving students can work together and establish good relationships during the teaching and learning process.

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